Items related to Dialogicity, Teaching and Learning: Theoretical and...
Synopsis
The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.
"synopsis" may belong to another edition of this title.
About the Author
Asma is a new PhD graduate with a diverse education background. She obtained her PhD and MA in Science Education from the University of Leeds, UK. She also has a Special Diploma in Education from the Institute of Arab Research and Studies, Egypt, after gaining a BA in Physics from the Sultan Qaboos University, Oman.
"About this title" may belong to another edition of this title.
Search results for Dialogicity, Teaching and Learning: Theoretical and...
Seller Image
Dialogicity, Teaching and Learning
Published by
LAP LAMBERT Academic Publishing Mai 2011, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
New
Taschenbuch
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. 248 pp. Englisch. Seller Inventory # 9783843393058
Seller Image
Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives
Published by
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
Used
Taschenbuch
Seller: AHA-BUCH GmbH, Einbeck, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. Seller Inventory # INF1000427122
Seller Image
Dialogicity, Teaching and Learning
Published by
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
New
Softcover
Seller: moluna, Greven, Germany
Seller rating 5 out of 5 stars
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Al-Mahrouqi AsmaAsma is a new PhD graduate with a diverse education background. She obtained her PhD and MA in Science Education from the University of Leeds, UK. She also has a Special Diploma in Education from the Institute of Arab. Seller Inventory # 5469117
Buy New
£ 55.29
£ 41.47 shipping
Ships from Germany to U.S.A.
Ships from Germany to U.S.A.
Quantity: Over 20 available
Seller Image
Dialogicity, Teaching and Learning : Theoretical and Empirical Perspectives
Published by
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
New
Taschenbuch
Seller: AHA-BUCH GmbH, Einbeck, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. Seller Inventory # 9783843393058
Seller Image
Dialogicity, Teaching and Learning | Theoretical and Empirical Perspectives
Published by
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
New
Taschenbuch
Seller: preigu, Osnabrück, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. Dialogicity, Teaching and Learning | Theoretical and Empirical Perspectives | Asma Al-Mahrouqi | Taschenbuch | 248 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783843393058 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Seller Inventory # 107008939
Seller Image
Dialogicity, Teaching and Learning
Published by
LAP LAMBERT Academic Publishing Mai 2011, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
New
Taschenbuch
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 248 pp. Englisch. Seller Inventory # 9783843393058